Brigham Young University 2016 History Department Newsletter Artist: Thomas Cole, see page 15 for details In this Issue: 3 The Rewards of Memoir as a View of Research by Dr. our Journey Patrick Mason By Ignacio M. García 4 A Message from the Department Years ago I saw a New Yorker cartoon in which Chair a little girl sat on her bed with a typewriter and in the page she had written, “In my years 5 Lecture Spotlight of life I…” The cartoon mocked the prolifer- ation of memoirs by people who had done 6 Family History nothing of any merit. That era was followed by Updates another, still with us today, in which memoir seems to be about how well you can put togeth- 8 New Faculty er a phrase, sentence, paragraph, chapter, etc. —but, again, too rarely about something significant. So, when I de- 9 Faculty News cided to write my own memoir I thought about it for quite a while. There were the usual reasons for seeking to write one but none of them 13 Faculty seemed important enough to kill another tree or fill another bookshelf until I Recommended realized that as a Chicano Mormon activist historian I needed to explain my- Readings self to those who read and taught my work. For years I was seen as an enig- ma in both the Chicano scholarship community and among some of my 14 Artwork in the Mormon friends and colleagues. It was hard for either to understand why I be- Halls of the longed to the “other” even though for me it seemed natural to belong to both. History I always tell my students that before jumping into a book’s Department core they must read the preface, acknowledgements and any oth- er material that gives insight into the character and biases of the au- 16 Student and thor. I even encourage them to read work on the authors themselves. Faculty Awards In writing Chicano While Mormon I wanted to tell (and discov- er) what drove me as a scholar and as a disciple of Christ. I wanted peo- ple to know that I did not become a writer, intellectual or academic schol- ar because I thought it was a comfortable or safe vocation but, rather, I wanted to write a “truth” about people, my people, and about American society. page 1 And I wanted the reader to know that having grown up in the barrio, gone to segregated schools, been in war, and engaged in the civil rights struggle all informed and influenced what and how I wrote. I also wanted my colleagues in Chicano and Latino studies to understand that faith has been a great motivator in the activism of the Latino community and that, yes, my Mormon faith has also in- spired me to help the less fortunate, speak out against war, and work for an equal and fair society. While memoir is personal and opens our weaknesses to others, it can also serve to remind us that our character flaws, lost loves, political failures and spiritual immaturities do not define who we are but only reveal the journey we have taken so far. My hope is that Chicano While Mormon will help others discover their own journey. Faculty Spotlight Professor Garcia is the Lemuel Hardison Redd, Jr., Professor of Western & Latino history at BYU. He is the author of several books on Mexican American politics and civil rights and, most recently, Chicano While Mormon: Activism, War, and Keeping the Faith (Fairleigh Dickinson University Press, 2015). Alumni Spotlight Patrick Q. Mason (BA, BYU 1999; PhD, University of Notre Dame, 2005) is Howard W. Hunter Chair of Mormon Studies and Associate Professor of Religion at Claremont Graduate University. His recent book, Planted: Belief and Belonging in an Age of Doubt, is pub- lished by Deseret Book and the Neal A. Maxwell Institute for Reli- gious Scholarship at BYU. page 2 The Rewards of Research By Patrick Q. Mason On my office wall, peering over my shoulder, is a large poster of Malcolm X with his quote, “Of all our studies, history is best qualified to reward our research.” That’s probably not true if you want to build a bridge or cure cancer. But if you want to better understand the human condition, history is an awfully good place to start. In recent years, however, history has been giving Mormonism fits. The advent of the Internet means that more people have more access to more sto- ries about the Mormon past than ever before. Things that historians have known about for decades appear on blogs and websites as fresh revelations to those who haven’t been attending Mormon History Association (MHA) conferences or reading Dialogue all these years. (Shameless plug: Attend MHA. Read Dialogue.) The issues are now familiar: Joseph Smith’s polygamy. The priesthood-temple ban. Book of Mor- mon historicity. The Book of Abraham translation. Mountain Meadows. The stories are legion, of some- one preparing a Sunday School lesson or otherwise innocently encountering these things online. First they deny it as anti-Mormon slander. Then they read more and realize there’s something to it. Many come to believe that they have been lied to or otherwise betrayed by the Church. The spark of faith dims; for some it is extinguished. Virtually every Latter-day Saint I talk to knows someone who has left the Church or is struggling with their faith—not always because of these historical matters, but oftentimes. Of course, not everyone who encounters this challenging historical material feels compelled to leave the Church. I wrote my first book, The Mormon Menace (Oxford, 2011), about anti-Mormon- ism. When I was seeking permission from the Church’s intellectual property office to publish some imag- es from the archives, I was asked by a dutiful paralegal, “Is there anything in the book that could be con- sidered derogatory toward the Church?” My answer--“Yes, on pretty much every page”—was not what she was looking for. But despite, and in many ways because of, the “hard stuff,” I remain as commit- ted to the Church as ever. I echo the sentiment of one of my favorite Mormon feminist historians who when asked why she didn’t just leave the Church responded, “Why should I leave? It’s my church too.” I wrote Planted: Belief and Belonging in an Age of Doubt not so much because I am a Mormon studies professor, and even less as someone who presumes to have all the answers. I wrote it because as a member of the body of Christ I have witnessed and felt the pain that so many parts of that body are ex- periencing right now. I thought that maybe I could help bring some healing and reconciliation to that body through the lessons I’ve learned as a historian—first at BYU, where I learned about seer stones from Professor David Whittaker, and then at Notre Dame, where I learned that a) Fighting Irish foot- ball rocks; b) the serious and critical cultivation of the life of the mind can be deeply conducive to a life of faith; and c) a church centered on the reconciling work of Jesus can endure scandal and heartache. If it sounds like I’m transgressing the boundaries between history and theology, it’s because in Mormonism those boundaries are semi-permeable at best. Whether consciously or not, we’re all his- torians and we’re all theologians. Can the full and accurate study of Mormon history lead to a Mor- mon theology that is more mature and resilient, marked by greater humility and compassion? I believe the answer is yes. If I’m right, then all our historical studies will indeed have richly rewarded our research. page 3 A Message from the Department Chair We historians each probably have had to disabuse someone of the notion that history repeats itself. We all know that it doesn’t. On the other hand, there is one phrase that does ring true for me and probably for most historians. Though it is usually, and mistakenly, attributed to the Greek philosopher Heraclitus, the no- tion that “change is the only constant” resonates with me as I contemplate my last months as chair of the history department. As I look back over my six years as chair, I can see several areas where we, as a department, have made important changes. I hope that they make the department even stronger than it already was and that they advance the mission and aims of Brigham Young University. We have recast and reinvigorated our Family History program. Under the leadership of the family history coordinator, Dr. Amy Harris and her family history colleagues, we have increased the program’s reputa- tion and have positioned it to become the preeminent program in family history education in the world. Our donors have taken notice of the program’s success and their continued support is paying large divi- dends, especially for the many projects being undertaken by the Center for Family History and Genealogy. Our two teaching majors (History and Social Science Teaching) have also been strengthened and their major requirements have been aligned with other teaching majors in the state of Utah. Our Clinical Faculty Associates, Elaine Peterson and Christa Thornock (licensed teachers on loan from the Nebo and Provo School Districts), have been providing excellent supervision of the dozens of student teachers and teacher interns that we place in schools each year. BYU’s History Teach- ing and Social Science Teaching majors are entering the workforce better prepared than ever.